Kappa Delta Pi occasionally seeks contributions from experts in the field of education. The views expressed here do not necessarily reflect the views of Kappa Delta Pi, International Honor Society in Education.

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KDP News

So many great resources are available to KDP members that it might be a little overwhelming.

However, we now offer a way for you to tell KDP what you want! Your MyKDP profile allows you to indicate and change your interest areas and your expertise, and specify what you want from your membership experience. Here are the top five reasons why updating your preferences will help you.

5) Tailor communications for you. By indicating your interests, we are sure to alert you to new resources, issues, and events that fit what you want to know about.

4) Connect with other members who have similar interests. These interests will help unite you with those who have similar issues, questions, or concerns around the topic. This way, you can communicate and learn from one another.

3) Reduce irrelevant emails. Get messages which provide content that addresses the topics most important to you.

2) Help KDP create resources for your needs. By learning what your interests are, KDP can focus our efforts on resources, benefits, and services that you need to succeed.

1) Ensure you are getting the most from your membership. We want you to succeed, and the best way to help is by providing you with relevant resources for your needs—no matter where you are in your career. To do this, we need your feedback on how we can best support you.

Log in to MyKDP and click on My Education and Interests and My Expectations from Membership to edit your information. Select your choices and save. It’s that easy!

In KDP’s continuing efforts to provide the most relevant services and experiences for members, we conduct an annual survey to encourage feedback. Following are some of the key results and recommendations from the survey.

The 2018 survey was split into four primary member groups—undergraduates, graduate (both master’s and doctoral) students, practitioners, and faculty members—and conducted between October 1 and November 9, with 3,765 participants.

Although specialized surveys were provided for these groups, some consistent themes appeared across all segments. These primarily included collaboration with colleagues and mentoring as well as the desire for online learning capacity.

Undergraduates

Of the more than 12,000 KDP members in this category, 1,823 responded—or about 15% of this membership segment. This category of membership can include anyone who is enrolled in an undergraduate program, regardless of format or degree type.

The most beneficial way that KDP could assist undergraduates—as identified by 73% of respondents—is by providing practical, easy-to implement strategies and ideas in a handbook.

Mentors and colleague collaboration were chosen as the most preferable ways to get additional training. Online learning was identified as a close third.

Of those who responded, 90% would or might participate in a virtual career fair.

Almost 65% were interested in gaining additional credentials via online methods, but almost 30% said they were unfamiliar with this idea/product.

Slightly more than 71% either do not have or are unfamiliar with an e-portfolio.

New tools like the Educator Learning Network that KDP launched in November 2018 can provide significant benefits and be valuable to this segment as it moves into the workforce. Additionally, continuing to create a more robust environment for mentor/mentee relationships will be appreciated and will set them up for greater success in the classroom.

Graduate Students

We had 413 respondents to this survey, or roughly 19% of this member group. This group is comprised of individuals in graduate or doctoral programs. More than half the respondents were in a master’s program.

Mentoring and colleague collaboration ranked as the two most important needs, while getting additional training with online learning ran a close third.

Practical, easy-to implement strategies and ideas provided in a handbook was the top choice for how KDP could assist graduate students (66%), while more than 61% selected online professional development.

Almost 74% were interested in gaining additional credentials via online methods. However, more than 75% either do not have or are unfamiliar with an e-portfolio.

From the open-ended responses, mentoring and community networking were identified as the greatest things KDP could do for this segment. Providing resources also was referenced as desirable. Additionally, the need for collaboration and guidance was significant; therefore, building an appropriate environment to support this networking will be critical to serving this group.

Practitioners

For this survey group, more than 1,170 people replied, or about 7% of this membership segment, which is comprised of teachers in any position from Pre-K through secondary grades.

Only about 66% of respondents said they were currently teaching, with 82% of them working in the PreK–12 area.

Respondents identified work/life balance, time management, and classroom management as key issues for those entering the classroom.

Respondents felt having mentors and colleague collaboration are the best ways for newer teachers to get help in areas for which they were not prepared.

Receiving practical, easy-to implement strategies and ideas provided in a handbook was the top choice for how KDP could assist practitioners (64%), while online professional development was most important for more than 58%.

Again, a surprising number—75%—either do not have or are unfamiliar with an e-portfolio.

Mentor and colleague collaboration were listed as the strongest ways KDP could assist this group, with training with online learning a close third. Help is also needed for accessing additional training, information, and/or resources.

This group requested more resources for classroom success. This included specialized resources such as for math, physical education, and music, but also more support from quick-to-read tips, advice, and materials. Getting personal support from colleagues in the field was huge! Creating a more robust support network is critical to their retention in the profession as well as in KDP.

Higher Education Faculty

For this survey, 357 people responded, or about 20% of our membership base in this category. These are members who self-identify as a professor, dean, or higher ed administrator.

Of those who responded, 65% feel online training and micro-credentials would help their students be better prepared for the classroom. This was followed closely by local opportunities and leadership training.

Almost 68% said KDP should develop complimentary online courses to help students.

Additionally, more than 82% felt KDP should develop online classes or mini-courses that faculty could use for blended learning.

More than 115 respondents requested more opportunities to get published or present work. This was more than double of any other support area requested from KDP for higher education faculty.

Mentoring for their students was identified as the second most important way KDP could help graduates, with 45 such requests in the open-ended question.

Strong support exists for additional professional development or learning opportunities that would enhance their students’ degree work. Issues such as classroom management, assessment, differentiated instruction, and technology were identified as top issues for additional training and support for their students. Additional professional development ELN courses and webinars would be helpful.

For faculty members, KDP needs to continue to provide as many opportunities for publishing and presenting as possible. This could include developing new vehicles for publishing or presenting.

General Recommendations

Community development would be a tremendous asset to many who have left the college environment. People want colleague collaboration and support. This can exhibit itself in multiple ways to best support educators across the professional spectrum. Communities need to be developed both online and in person. They can be founded on broad-based topics as well as niche/specialty areas. A need exists within geographical communities for support and understanding of state and regional nuances and policies. Mentoring is a critical piece of community support.

Professional development and training remain important needs for all groups. With the Educator Learning Network, we can address several major concerns identified in this survey. ELN can provide the infrastructure for community development, job preparation, and professional development.

For questions about the survey or results, please contact Christopher Whited, Director of Membership & Chapter Services, at christopher@kdp.org or by calling 800-284-3167.

#MondayMorningInspiration: “An eye for an eye only ends up making the whole world blind.” – Mahatma Gandhi. Check it out and share it on Facebook, Twitter, & Instagram.

Here is a quick update of what you need to know this week:

KDP has been invited (by the office of the U.S. Secretary of Education) to recommend individuals qualified for nomination to one of five open positions on the National Assessment Governing Board, the entity that sets policy for the National Assessment of Educational Progress (NAEP)—better known as The Nation’s Report Card. If you are interested in being considered as one of Kappa Delta Pi’s nominees for these significant appointments, please complete the application form and submit it with a résumé or curriculum vitae to Kappa Delta Pi Headquarters by October 23, 2015. Call 800-284-3167 or email Faye Snodgress, Executive Director, at faye@kdp.org with questions.

While registration has officially closed for #KDPconvo15, it’s not to late to attend! Onsite registrations are available and include the full conference. We look forward to seeing you in beautiful Orlando, FL!

Did you know that you could get $100 for a literacy project in your school and community? Unlike our Classroom Teacher Grants, this signature service initiative and funding opportunity does not have a limit for how many stipends are given. Learn more here!

Education policy has long been a matter of concern for the nation and the states. Our federal system, however, does not clearly specify the role government plays in this critical policy area. In order to be effective educators, we must understand the dynamics of this system and work within its structure to improve the quality of education for all participants. Tomorrow, October 13 at 8:00 p.m. (Eastern), learn how educators, including YOU, can make a difference.

#MondayMorningInspiration: “Learning is not attained by chance, it must be sought for with ardor and attended to with diligence” – Abigail Adams. Check it out and share it on Facebook, Twitter, & Instagram.